Nifty handout on educational terms at the theological school deans blog from the Wabash Center.
In honor of Theological Libraries Month & American Archives Month the library staff at Columbia Theological Seminary sent this helpful list of curricular resources for congregations. These resources are available at the library’s curriculum lab (located in the children’s library).
- Re:form is a totally new approach to youth ministry that trusts youth to wrestle with the historic Christian faith and theology.
- animate is an original take on adult education that stirs curiosity. Participants are engaged and inspired to connect with their faith. Facilitators don’t have to have all the answers. Animate encourages everyone–including the facilitator–to participate in the experience, have a point of view, and deepen faith.
- Seasons Growing Faith provides a perfect foundation for setting up a space to nurture the development of faith and the spiritual language of children at an early age (birth to age 2).
- Faith Questions mini-courses respond to real faith questions posed by Presbyterian youth from across the denomination. Each four- or six-session study encourages young people to look to Scripture, as well as our faith traditions, in relevant and responsive ways.
- Our Whole Lives, together with Sexuality and Our Faith, helps participants make informed and responsible decisions about their relationships, health and behavior in the context of their faith. It equips participants with accurate, age-appropriate information in six subject areas: human development, relationships, personal skills, sexual behavior, sexual health, and society and culture.
Here are some general perspectives on academic assessment from the Wabash Center’s blog for theological school deans:
The new book by GRACE members Israel Galindo and Marty Canaday, Planning for Christian Education Formation: A Community of Faith Approach (Chalice Press) is immediately available in print and e-book format.
You can read a review of Galindo’s new book, Perspectives on Congregational Leadership at the Resource Center website. While there, visit other spots on the website for updates on resources for you and your congregation. Especially if your church is not a member of the Resource Center, explore the website for information on the huge benefits of membership.
The upcoming book by GRACE members Israel Galindo and Marty Canaday, Planning and Organizing for Christian Education Formation: A Community of Faith Approach (Chalice Press) will be released in March of 2010.
Recently I ran into one of those perennial educational sticky questions that operate on different levels. The question operates on a range from the philosophical to the pragmatic, and, regardless of the level at which the conversation takes place, emotions can fly high. The question takes several forms, but basic variations are, “Can everything be measured?” or, “Can every kind of learning be measured?” One unspoken question is, “Should learning be measured?”
We’re just at the start of the new fall Christian Education year in our churches. But it will not be long before most resident Christian education staff and program leaders will begin to hear complaints about the curriculum. Most of those complaints will be along the lines of “It’s too hard to use,” “The kids don’t like it,” “I don’t like it,” etc. Admittedly, while whether one likes something or not does not necessarily have anything to do with whether it is effective, the pragmatic reality of having a volunteer corps of teachers means that one needs to give due attention to such complaints.
I’m pleased to announce the release of a new resource for children’s missions education: Ready! Set! Go! Children on Mission Throughout the Church Year. The book was written by the students in my Teaching Children course, co-taught by Barbara Massey, Minister to Children at the River Road Church, Richmond, VA.
It’s been an interesting academic year for conversations about educational matters. Between an online course on models of education, diving into curriculum assessment at the seminary, teaching a course on philosophy of education, consultations with faculty and school administrators about curriculum and learning, leading several teacher workshops, attending a conference for academic deans, and engaging in conversations with parents about their children’s education, three things at least are evident: